Philosophy and Origins
As we approach the Twentyfirst Century, a number of major challenges
face women and men around the world as they interact with one
another as individuals, groups, and with nature. Globalisation of
trade, of production, and of communications has created a highly
interconnected world. Yet the tremendous gaps between the rich and
the poor continue to widen both within, and between nations.
Sustainable development remains an elusive long-term goal, too often
sacrificed for short-term gains.
It is imperative that higher education offer solutions to existing
problems and innovate to avoid problems in the future. Whether in
the economic, political, or social realms, higher education is
expected to contribute to raising the overall quality of life,
worldwide. To fulfil its role effectively and maintain excellence,
higher education must become far more internationalised; it must
integrate an international and intercultural dimension into its
teaching, research, and service functions.
Education is the largest single activity in the world, involving
over 1000 million students and 50 million teachers at all levels,
not counting millions of others in educational support activities.
But its importance stems not merely from its size but also from its
role as institutionalized knowledge - the principal repository,
producer, disseminator and transmission belt of all forms of
The most significant feature of education for mother earth
protection in the 21st century is not so much what the French call
li explosion scolarie, but the knowledge explosion, which has
expanded the catchment areas of learning so fast that it takes only
a few years now for the state-of-the-art in any field to become
obsolete. Different modes and types of communicating for advancement
of knowledge are fast changing and becoming more than sophisticated.
In this technological era knowledge can easily be dispensed
technologically and electronically. Teachers and formal school
structures are becoming less important, and the conventional age
limits on the learning process are becoming blurred.
Viewing the urgent need for mutual and technical cooperation among
the Universities in India, exchange of information, export and
import of educational know-how and consultancy, control on
duplication of efforts and wastage in higher education,
vocationalisation of existing careers besides strengthening the
financial health of the existing Universities for implementing
educational programmes having social, cultural, technical, economic
and positive contents for the optimum development of our country,
the "Confederation of Indian Universities (CIU)" has been
established with the co-sponsorship of selected university level
institutions in India.
The Confederation of Indian Universities has envisaged a masterplan
paradigm based on the meetings held in January, February and March
2004 under the Chairmanship of Prof. K. Venkatasubramanian, the then
Member of the Planning Commission, Government of India. The
Confederation of Indian Universities was established at the behest
of Prof. K. Venkatasubramanian for uniting all the university level
institutions in India with a view to optimising their available
resources and for mutual as well as technical cooperation among the
universities for exchange of ideas and for mitigating the disastrous
effects of the duplication of efforts and wastage in education.
Released by the President of CIU, Dr. P R Trivedi (www.prtrivedi.com)